Explaining Individual Student Success Using Continuous Assessment Types and Student Characteristics

Autor/inn/en	Day, Indira N. Z.; van Blankenstein, Floris M.; Westenberg, P. Michiel; Admiraal, Wilfried F.
Titel	Explaining Individual Student Success Using Continuous Assessment Types and Student Characteristics
Quelle	In: Higher Education Research and Development, 37 (2018) 5, S.937-951 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Day, Indira N. Z.) ORCID (Admiraal, Wilfried F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1466868
Schlagwörter	Student Characteristics; Statistical Analysis; Academic Achievement; Questionnaires; Student Attitudes; Metacognition; Grade Point Average; Grades (Scholastic); Scores; Undergraduate Students; Law Students; Foreign Countries; Self Efficacy; Gender Differences; Correlation; Student Motivation; Writing Assignments; Homework; Achievement Gap; High School Students; Regression (Statistics); Learning Strategies; Netherlands; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Statistische Analyse; Schulleistung; Fragebogen; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Ausland; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Korrelation; Schulische Motivation; Hausaufgabe; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Niederlande
Abstract	Individual student success is influenced by the educational environment and student characteristics. One adaptation of the educational environment to improve student success is the introduction of continuous, or in-course, assessment. Previous research already identified several student characteristics that are related to student success as measured by student achievement, like previous achievements, motivation, self-efficacy and gender. The two facets are investigated in a group of first-year undergraduate Law students in the Netherlands, by examining the relationship of different types of continuous assessment and student characteristics with academic achievement. A questionnaire, measuring demographic information, self-regulation and motivational constructs, was completed by 94 students and their grades were requested from the student administration. Repeated measures ANCOVAs with assessment type as the within-subject factor identified that student achievement is not dependent on the type of continuous assessment. Students with higher high-school GPAs got higher scores across assessment types. Male students performed worse than their female peers in courses without continuous assessment, but in courses using any type of continuous assessment, this gender difference disappeared. Intrinsic motivation was a negative predictor of achievement in courses using writing assignments and mandatory homework assignments. Results from the current study indicate that continuous assessment may be a potent measure to improve male students' success by closing the gender achievement gap, and that students with high levels of intrinsic motivation do not benefit from continuous assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01